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would furnish the teacher with topics knowing it, he is listed up, in company
or suggestions. Almost every newspaper with his classmates, into the higher re-
might contain records of demoniacal gions of a divine life, and that life be-
criine or god-like virtue, which could be comes the fashionable fact of the school.
made fertile in moral impressions. Let Thus this exercise gradually brings out
the teacher give out his question, and the divine image in the young and moulds
kindly ask each pupil to express his them into a resemblance of the "holy
opinion upon it. This exercise, after a child, Jesus."
few trials, as I know from experience, I am now prepared to state a most
gets to be very interesting to the pupils. important fact. By this easy and de-
Look at this matter closely. By this pro- lightful process of self-culture, the chil-
cess a moral principle is brought palpably dren have set up in the midst of their
before each child's mind. A vote upon school a common standard of right; a
the question is to be taken at the end of common conscience; a school conscience.
the discussion; and each vote is secret, By means of two such exercises in each
written on a scrap of paper, with the vo- week, they have created, in their midst,
ter's name attached. Is it not plain that an intellectual moral umpire to whose
each young mind in that school will lis- eternal principles they bow. To this
ten to the question, dwell upon it, turn they refer when they make nice and mor-
it over, and turn it round, and try to see al distinctions, and when they measure
where the truth lies? As different speak- moral wrong with precision. Thus the
ers give their opinions, the whole assem- government of the school is carried on by
bly waves with emotion, and thoughts the scholars. Is not this securing spir-
are suggested to many minds which noitual development ?
common teaching could educe. Now, How natural and practicable is this
what is the effect of this exercise? Is it method! But, I have one more which
not to bring soberly before each mind an you may think better yet. It is this.--
important moral principle, and then to To convert the whole school into an am-
apply that principle to actual life? Each icable jury for the purpose of trying im-
child knows that he must write down his aginable cases of disobedience in the
opinion in his vote; and how certainly young.
will this lead each one to give the best Whenever a pupil commits an offence
judgment he can form. Is not this direct let the master conceal his name and call
and powerful moral teaching in school? him Justus, and then the whole school be
This mode makes use of the whole school called to see that justice is done to the
to teach that school Christain morality. unknown offender. Let Justus have a
By this exercise the ideas of right and chance of explaining and vindicating
wrong are entertained by the pupil, and himself by counsel. Let him be dealt
then brought to decide upon moral dif- with according to the equitable rules of
ferences. This exercise, therefore, con- our common courts; so, that if he is
verts each mind from the passire to the condemned he may know why. The
actice state; the only state in which a master must be the final judge: and the
child learns. The young thoughts kindle offender is never to be punished in the
as they dwell on the suspended question. presence of any one, except the master
The whole soul begins to move, the cu- who administers the chastisement. The
riosity is wide awake, the feelers are method of conducting such a moral lesson
all out, the reason compares, the judg- may vary according to circumstances;
ment weighs, conscience decides, and sometimes only a friendly consultation;
open side is taken for the right. And I sometimes a silent vote after the master
ask if this is not moral teaching? How has explained all the facts. Another
easy, how natural, how persuasive is such mode might be this in extreme cases.-
an agency; and how perfectly free from Let the teacher select three boys or girls
all sectarian prejudice ! Without sus- who are to act the part of accusers of Jus-
pecting the philosophy of the process, the tus, and let the school select three who
child insensibly becomes imbued with are to plead for him. Let the rest of the
spiritual ideas, moral truths, practical school be jurors, who are to give their
rules, and Christain motives. Without vote or verdict on paper, each one wri.

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166

WISCONSIN JOURNAL OF EDUCATION.

ting his name under his verdict. Let

OBEDIENCE. witnesses be summoned and give in their testimonies, and let everything be done The old obedience has certainly passed which will bring a just verdict. If difficult points come up, so much the better; away; and it is also true that obedience let the teacher expound them.

has never been, and never can be, bought In a trial of this kind, there will be an svith money. But there is a new obedi. intense interest awakened in every pupil's ence possible, aud no parchment written mind. Each one knows that he has to hy human hand—no gold dug from earthwrite his verdict; and he therefore is exceedingly desirous of understanding the ly mine, can give any man a title to it.case. Ile will listen to the evidence, fol- That title must be written with other low the pleadings on each side, weigh the than human ink, bought with other than objections, balance the probabilities and earthly gold. It must be written on the feul his moral responsibilities. He will desire to do what is right, and especially brow, in lines of strength and thoughtfuldesire not to do wrong. In such a trial, ness, it must be seen on the lip, where how unconsciously would come up the earnest self-respect and habitual self-comprinciples of equity, the rules of morali- mand, and resolution that can die, have ty, the commands of parents, and the will of Gol. Opportunities would occur

displaced vanity, sensuality and pride; it during a year, of teaching every ethical must glow, with a clear and ethereal fullprinciple, and scrutinizing every depart. ness as of heaven's sanctioning light, ment of human conduct. And be it noted from the unagitated eye, in the calmness also, that this teaching is in a form never to be forgotten. Here is a great result; of comprehending knowledge, the deliberthese trials would show what? They ate energy of justice, the disarming magic would reveal the requirements of morali- of love, the constraining majesty of god. ty and furthermore rereal the direct ap liness. plication of its eternal principles to the every day conduct of life. During the

As never before, all men are now flung whole trial, moral truth and christian on their individuality; obedience is seen law would occupy the minds and move to be a thing beyond the reach of purthe hearts of the entire school. The rules of right and the maxims of virtue chase, the possibility of transmission. If would not present themselves to the you can rule men they will obey you ; if young minds there, as a theory or a guess you cannot, there is no help. *** The but as solemn, tangible, binding, iminor-old reins by which men were guided have tal and practicable principles. Each child would get to understand that the been wrenched from the hands of the driprinciples of morality are omnipresent vers; the drivers themselves have, in and almighty; that they are the rules of some places, been rolled in the dust, and the divine government, and that they do trampled in their gore; but a strong and not for a moment relax their benignant, all pervading requirements over the mind, wise man can yet take the seat, and with any more than gravitation relaxes its new reins--the golden cords of love; the power over the body. By such a trial viewless chains of sympathy-still guide each child comes to believe and feel that and control men.--Peter Bayne. morality binds every thought, will, and act, thus connecting him with God and immortality, and thus bringing before him

PUNCTUALITY.-If you desire to enjoy his future accountability, Now where a

life, avoid unpunctual people. They imschool exercise thus brings together mor

pede business and poison pleasure. Make al principle and daily conduct, I ask if it your own rule not only to be punctual this is not the exact definition of teaching

but a little beforehand. Such a habit semorals in common schools?

cures a composure which is essential to happiness.

BLESSED BE NOTHING.

Bartered I thus for my birthright, to say
Nothing but duty and love fetter me,

Blessed be nothing !
Nay, wealthy brother,
Lend me no pity because I am poor,

Idol-bound brother!
Dray horses staggering, loaded 'till dark, Many a god sees you bow at his shrine,
Rather should pity the light soaring lark,

Leaden-eyed Mammon, bedizened with
Borrow you rather, to keep in your track,

charms; Hands of Briareus, Hercules' back,

Fashion, the pitiless Moloch, whose arms Keen eyes of Argus, and Midas' grave ears,

Stifle and scorch you at once in their fold, I with two hands, and a heart void of fears, Never a cloud edged with silver or gold, Labor, the one gift of life to secure.

Hangs up its curtain 'twixt me and the One, Blessed be nothing!

Shining upon me as clear as the sun.

Keep your mean idols--I choose the divine.
Surfeited brother!

Blessed be nothing!
Last night you feasted, then slept upon down,

Ah! burdened brother!
Dreaming such dreams as were better untold, We shall be crossing a deep river soon,
When the grim nightmare but loosened his

Will not your trappings encumber you there? hold,

O'er the rough current no boatmen will bear Discounts and dividends rapped o'er your

Ingots and coins to Elysium's gate; head.

Heavy as millstones, you sink with their
Care, the beaked vulture, with claw-footed

weight.
tread,
Stalking round stealthily, gnawed at your

Bidding good-bye to the world, I shall shout

“Nothing I brought here, I take nothing out breast;

But a soul free for singing the angels' sweet Maize was my supper, a straw bed my rest.

tune,
Slumbers like mine buys no king for his crown.

Blessed be nothing!
Blessed be nothing !

--Lucy Larcom.
Self-prisoned brother!
Pass, in your crystal and velvet car borne,

MAN'S LIFE IS TWO FOLD.
With your gay household of half-breathing

dolls,
Prattling of operas, bonnets, and balls,

Man has two lives; the one of patient toil,
So whirl you on with a prone, wrinkled Of ceaseless travail with the stubborn ground.
brow-

Of battling with the burly sea's turmoil, While the brown clods leaping under my With stubborn metals and the anvil's sound; plow,

The other is a muze of vision'd things, -
I, careless, whistle, hear Merrimac glide, Infinitely fill'd up with shapes ideal;
See old Monadna, his clouds brushed aside, of gentle thoughts or wild imaginings,
Nodding to me through the blue, misty of shadeless bliss, or terrors grimly real,
morn,

And all the winged spirit may conceive
Blessed be nothing!

Of human happiness or heavenly wonder.

0, blest is he who best can interweave
Manacled brother!

This earthly toil with images sublime;
Never again do you hope to be free?

And dwell mid common things such glories
Manhood within is shrunken with shame,

under! Thinking the thoughts of a client, a name- Most hapless he who racks his weary time Thoughts of your customers, party or town;

In each apart; and rends these lives asunder. Shackled and bent to all thoughts—but your own,

“God's ways seem dark, but soon or late, Senate or White House too poorly wo'd pay. They touch the shining hills of day."

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HOW TO MANAGE CHILDREN AT SCHOOL.

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66

[Selected for the Wis. Jour. of Ed. Miss Wescott looked at them kindly, THE SCHOOL MISTRESS, but appeared not to notice them further.

After a short prayer, and reading a chapter in the Bible, she passed around the room, and made some remarks in regard

to themselves and their studies. “The school mistress is coming--the “And what is your name?" she asked, school-mistress is coming;" shouted a laying her hand on Tom's head, while dozen voices at the close of half an hour's he sat with both hands in his pockets, faithful watch to catch a glimpse of our swinging his body backwards and fornew teacher. Every eye was turned to- wards, ward her with most scrutinizing gaze; “ Tom Jones,” shouted he, at the top for children, as well as others, always of his voice, form an opinion of a person, particularly "How old are you, Thomas ?" she of their teacher, at first sight.

asked. “How tall is she !” exclaimed one. “Just as old again as half,” answered

'No, I ain't afraid of her, nor a dozen Tom with a saucy laugh. like her,” exclaimed the big boy of the “What do you study, Thomas!” school.

“Nothing." “Nor I either," exclaimed the boy's "What books have you?" little ally. “I could lick her easy "None." enough; could'nt you Tom ?”

Without appearing to be at all disYes, and I will, too, if she goes to turbed at his replies, Miss Wescott said : touch me."

“I am glad that I am to have one or two “Hush!" said one of the girls, “she large boys in my school; you can be of will hear you."

great assistance to me, Thomas. If you By this time she had nearly reached will stop a few minutes after school this the door around which they clustered, afternoon, we will talk over a little plan and every eye was fixed upon her face I have formed." with an eager, yet thoughtful gaze, uncer

This was a mystery to all, and partictain as yet what verdict to pass upon ularly to Tom, who could not compreher.

hend how he could be made useful to “Good morning, children,” she said, anybody. For the first time in his life in the kindest voice in the world, while he felt as if he was of some importance in her face was lighted with the sweetest the world. He had always been called smile imaginable. “This is a beautiful the bad boy of the school, and he took & morning to commence school, is it not ?" sort of pride in being feared by the chil

“I know I shall love her," whispered dren and dreaded by the teacher. a little pet in my ear.

Miss Wescott comprehended his whole We all followed her into the school. character, and began to shape her plans room, except Tom Jones and his ally, accordingly. She maintained that a boy who waited until the rest were all seated, who, at twelve years of age, made himand then came in with a swaggering, self feared among his school mates, was noisy gait, and a sort of saucy look, as capable of being made something of.— much as to say “who cares for

you?
u ?"

Heretofore, all influences had conspired

to make him a bad, and perhaps a des "Well, I care," said Miss Wescott, perate character; and she was determined with earnestness; "you are capable of to transform his character, by bringing becoming a great and good man; you are opposite influences to work upon him; forming a character for life, and it deand to effect this, she must first win his pends upon yourself what you become. confidence, which could not be done in a The poorest boy in this country has an better way, than by letting him feel that equal chance with the wealthiest, and his she placed confidence in him.

circumstances are favorable for becoming When school was out, more than half eminent, for he learns to depend upon the scholars lingered about the door, won- himself. I will assist you all I can in dering what Miss Wescott had to say to your studies, Thomas, and I know you Tom Jones. He had oftentimes been bid will succeed. Remember that I am your to remain after school, but it was to re- friend, and come to me in every difficulceive punishment or

lecture, and nine ty," times out of ten he would jump out of

Tom Jones had not been brought up; the room; but it was evidently for a dif- he had come up because he had been ferent purpose that he was to remain now,

born into the world, and could'nt help and none wondered what it could be it; but as for any mental or moral trainmore than Tom Jones.

ing, he was as guiltless of it as a wild “Don't you think, Thomas, that our

bramble of a pruning knife. His father school-room would be far more pleasant

was a bad man, and his mother a totally

inefficient woman. At home he received if we had some evergreens to hang about

nothing but blows, and abroad nothing it-something to make it more cheerful ?'

but abuse. Bad passions were therefore inquired Miss Wescott.

excited and fostered, and his good ones “Yes'm, and I know where I can get never called out. He always expected plenty of them.”

that his teachers would hate him, so he "Well, Thomas, if you will have some whetted anew his combative powers to here by eight o'clock to-morrow morning oppose them, and he had made up his I will be here to help you put them up, mind to turn the new mistress out of and we will give the children a pleasant dnors. surprise. Here are some books I will When, therefore, Miss Wescott declargive you, Thomas; you may put them ed that she was glad to have him in the in your drawer. They are such as I want school, he was amazed, and could not unyou to study."

derstand why she should manifest such “But I can't study geography and his

an interest for him—and to give him a tory,” exclaimed Tom, confidently; "I set of books was perfectly incomprehen

sible to him, Miss Wescott understood never did."

his position and character, and determin“ This is the reason why you think you ed to modify them. She felt that he was cannot,” replied Miss Wescott, "I am equally capable of good and bad action, quite sure you can, and will love them, though the bad now predominated. She too."

knew that his mind must be busy; one “Nobody ever cared whether I learned might as well think of chaining down the or not, before," said Thomas, with some lightning as bending down that wild spiremotion.

it to his books. She would give him em

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